at for the
best manner, in which there are the fewest things that could be
_mimicked_.[57]

12. The exercise of parsing should be commenced immediately after the first
lesson of etymology--the lesson in which are contained the definitions of
the ten parts of speech; and should be carried on progressively, till it
embraces all the doctrines which are applicable to it. If it be performed
according to the order prescribed in the following work, it will soon make
the student perfectly familiar with all the primary definitions and rules
of grammar. It asks no aid from a dictionary, if the performer knows the
meaning of the words he is parsing; and very little from the teacher, if
the forms in the grammar have received any tolerable share of attention. It
requires just enough of thought to keep the mind attentive to what the
lips are uttering; while it advances by such easy gradations and constant
repetitions as leave the pupil utterly without excuse, if he does not know
what to say. Being neither wholly extemporaneous nor wholly rehearsed by
rote, it has more dignity than a school-boy's conversation, and more ease
than a formal recitation, or declamation; and is therefore an exercise well
calculated to induce a habit of uniting correctness with fluency in
ordinary speech--a species of elocution as valuable as any other.[58]

13. Thus would I unite the practice with the theory of grammar;
endeavouring to express its principles with all possible perspicuity,
purity, and propriety of diction; retaining, as necessary parts of the
subject, those technicalities which the pupil must needs learn in order to
understand the disquisitions of grammarians in general; adopting every
important feature of that system of doctrines which appears to have been
longest and most generally taught; rejecting the multitudinous errors and
inconsistencies with which unskillful hands have disgraced the science and
perplexed the schools; remodelling every ancient definition and rule which
it is possible to amend, in respect to style, or grammatical correctness;
supplying the numerous and great deficiencies with which the most
comprehensive treatises published by earlier writers, are chargeable;
adapting the code of instruction to the present state of English
literature, without giving countenance to any innovation not sanctioned by
reputable use; labouring at once to extend and to facilitate the study,
without forgetting the proper limits of the science